At semester end, intrinsic motivation was positively correlated and programming anxiety negatively correlated with programming performance¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2025 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Intrinsic motivation correlated positively with performance (r = 0.523) and anxiety negatively (r = -0.487), both p < 0.01. → Fan 2025

Evidence¶

Fan 2025¶

Fan, G., Liu, D., Zhang, R., & Pan, L. (2025). The impact of AI-assisted pair programming on student motivation, programming anxiety, collaborative learning, and programming performance: a comparative study with traditional pair programming and individual approaches. International Journal of STEM Education. https://doi.org/10.1186/s40594-025-00537-3

q3 · i? · causal · r2

Correlation analysis at T3 in the quasi-experiment (Table 6); "intrinsic motivation was positively correlated with performance (r = 0.523)" and anxiety negatively (r = -0.487), suggesting higher motivation and lower anxiety are associated with better performance.

"Intrinsic motivation was positively correlated with performance (r = 0.523, p < 0.01), while programming anxiety was negatively correlated with performance (r = -0.487, p < 0.01)."

Discussion¶

Learner Variables¶

Affect Regulation — predictor: learners who differ on it differ in outcomes
Motivation — predictor: learners who differ on it differ in outcomes
Academic Anxiety — predictor: learners who differ on it differ in outcomes

Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — the general claim this finding bears on, with the studies behind it
AI-assisted pair programming significantly increased undergraduate intrinsic motivation compared to individual programming, with outcomes comparable to human–human pair programming — related
Motivational SRL factors correlate with but do not directly predict Japanese EFL learners' proficiency — a broader claim this one bears on
Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety — related
AI-assisted pair programming significantly reduced programming anxiety compared to individual programming — related
Self-reported intrinsic cognitive load correlates positively with anxiety and challenge and negatively with probability of success in an algebra task — related
Intrinsic math motivation is positively correlated with arithmetic skills and negatively correlated with explicitly measured math anxiety in sixth graders — a broader claim this one bears on

Page metadata

Field	Value
`type`	`claim`
`id`	`motivation-anxiety-correlate-with-programming-performance`
`title`	`At semester end, intrinsic motivation was positively correlated and programming anxiety negatively correlated with programming performance`
`description`	`At semester end, intrinsic motivation was positively correlated and programming anxiety negatively correlated with programming performance`
`status`	`review`
`evidence_strength`	`weak`
`newest_evidence`	`2025`
`source_checked`	`2026-10-17`
`generated`	by `process:wiki-ingest` on `2026-10-15`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `fan-2025`

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